Project SHINE Lesson:
M&M - Measure & Metric
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Lesson Title: M&M - Measure & Metric
Draft Date: 7/14/11
1st Author (Writer): Becky Schueth
Associated Business: Vishay
Instructional Component Used: Measurement & Dimensional Analysis
Grade Level: 9-12
Content (what is taught):
· Measurement in Centimeters in the Metric System
· Converting Inches to Millimeters
· Identifying Resistors, Inductors, and Capacitors
Context (how it is taught):
· Practice in measuring in centimeters
· Use of calipers to obtain measurement in inches
· Converting inches to millimeters utilizing formula for conversion
· Introduction to Vishay, explaining resistors, inductors, and capacitors
Activity Description:
In this lesson, students will investigate the use of centimeters in measurement. Next, students will complete an activity involving the use of calipers to record a reading in inches and utilize the conversion formula to create a millimeter measurement. Lastly, students will identify the different parts manufactured at Vishay including resistors, inductors, and capacitors.
Standards:
Math: MC4, MD1, MD2 Science: SA1, SE2
Technology: TA3, TB4, TD3 Engineering: EA6, EB6, ED2, ED3
Materials List:
· 10 parts for each student from Vishay-Dale
· Calipers
· Calculator
Asking Questions: (M&M - Measure & Metric)
Summary: Students will participate in an introductory lesson on the background of Vishay-Dale Electronics.
Outline:
· Participate in class discussion of manufacturing from Vishay
· Determine the difference between resistors, inductors, and capacitors
· Discuss importance of mathematical applications in various positions at Vishay
Activity: Students will actively participate in a presentation on the background of Vishay. Students will be engaged in determining the difference between resistors, inductors, and capacitors. Students will examine career opportunities and the mathematical background needed for various positions at Vishay.
Questions / AnswersWhat does the company Vishay manufacture? / Manufacture resistors using wire wound, metal film, and power metal strip construction to provide high quality, precision, and high power resistors.
What is a resistor? / Passive components that restrict current flow.
What is an inductor? / Passive electronic component that stores energy in magnetic field.
What job opportunities exist at Vishay? / Engineering, Professional/Administration, Sales, Skilled Workers/Technicians, Production Workers
What types of mathematics would be important for a manufacturing company? / Geometry, Problem Solving, Measurement, Basic Math Calculations, Number Sense
What are the parts manufactured at Vishay utilized in? / Auto, Computer, Cell Phone, Military, Wind Turbine Technology, Pacemaker, Defibulator, etc.
Attachment:
· Rod Brune Presentation: S120_SHINE_M&M_A _Presentation.ppt
Exploring Concepts: (M&M - Measure & Metric)
Summary: Students will practice measuring in centimeters using metric rulers and will become familiar with the metric conversions utilized in the activity.
Outline:
· Students discuss the unit of centimeters in metric system
· Students accurately use the worksheet to measure to the nearest centimeter on the rulers provided
· Students check a partner’s work to compare and contrast answers to check for accuracy.
Activity: Students will begin with a discussion of the metric system that extends to measurement in centimeters. Students will accurately measure to the nearest centimeter on the worksheet attached to check for understanding. Students will be responsible for working in pairs to check their work and discuss the importance of accuracy in measurement. Students will discuss the benefits of utilizing the metric system verses the standard system. Students will also brainstorm ideas on the pros and cons of the metric system.
Attachment:
Measurement Worksheet: S120_SHINE_M&M_E_Worksheet.pdf
Instructing Concepts: (M&M - Measure & Metric)
Measurement
Putting “Measurement” in Recognizable Terms: Measurement is the process of assessing the magnitude of an object’s physical characteristics such as weight, length, volume, air pressure, etc. Measurement will always be an estimate because of the difficulty of finding the exact value of a measurement. No matter how precise the instrument, nor how careful the operator, there will always be measurement error due to a failing in establishing exactness.
Putting “Measurement” in Conceptual Terms: Measurement is the act of quantifying a magnitude that relates to an object. This can be achieved through the use of instruments. For instance, to measure length you would use a ruler or meter stick. For mass you would use a balance. When a person estimates a quantity there is always measurement error due to human sensory limitations and instrument sensitivity limitations. Ideally, the person measuring will minimize the error as much a possible by working carefully and using calibrated instruments. Typically, the more precise the instrument used, the lower the measurement error.
Putting “Measurement” in Mathematical Terms: The measurement of an object can be estimated to one smaller division than your instrument is marked. For instance, if you are measuring length and the meter stick is divided up into millimeters, you can estimate to tenths of a millimeter. Thus an object could be measured to be 857.2 mm long with this meter stick. The 857 would be the closest division to the length of the object and the .2 would be a closer estimate. In summary, the more precise the intervals are marked on the instrument the smaller the measurement error.
Percentage error is a calculated when the accepted value of a measurement is known and is used in comparison to an experimental value.
Putting “Measurement” in Process Terms: Thus, measurement is about estimating the magnitude of an object and at the same time reducing the error associated with that estimate. A measurement should have three parts: 1) the measurement, 2) the margin error, and 3) the confidence that your measurement will fall within the margin of error. For instance, if you measure the weight of an object to be 5.43 kg with a margin of error of .01 kg with 95% confidence, you mean that 95% of the time the weight you measured will be within .01 kg. Basically, measurement is about making the best possible approximation.
Putting “Measurement” in Applicable Terms: Measurement applies in everything we do. All jobs require accurate measurements for success to be attained. If measurements are done inaccurately or carelessly, the board a carpenter cuts might not fit, the rocket NASA designs might not fly, or the brakes on your car might not stop you. The old carpenter’s adage comes to mind, “measure twice and cut once”. This means you should be as sure of your measurements as you possibly can because industry as well as your life or someone else’s might depend on it.
See Also: Dimensional Analysis
Organizing Learning: (M&M - Measure & Metric)
Summary: Students will utilize calipers to measure the parts from Vishay. They will record their data in the attached chart. Students will then convert the caliper reading from inches to millimeters. Lastly, students will correctly identify the part by the converted measurement.
Outline:
· 10 different parts needed to measure from Vishay (images in attached PowerPoint)
· Measure part in inches utilizing caliper
· Convert the inches to millimeters
· Identify type of part from Vishay.
Activity: Students will begin with 10 numbered parts manufactured by Vishay (images in attached PowerPoint). A metric chart with lengths will be included for each student to utilize to correctly identify the parts. The students will begin by utilizing the calipers to measure the part in inches by accurately reading the caliper. The students will then record their data in the chart below in inches. Students will convert the inches measurement to millimeters which is the method utilized by Vishay in working with their global parts. Lastly, students will correctly identify the part by the converted metric measurement by utilizing the metric chart for the numbered parts.
Chart to Record Information for Measurement Activity:
Part Number / Caliper Measurement (in) / Conversion to Metric (mm) / Identify Typeof Part
1.
2.
3.
4.
5.
6.
7.
8.
Common Conversions
1 inch / = / 2.54 centimeters (cm)1 foot / = / 0.3048 meters (m)
1 meter (m) / ≅ / 3.280839895 feet
1 mile / = / 1.609344 kilometers (km)
Attachment:
Rod Brune Presentation: S120_SHINE_M&M_A _Presentation.ppt
Understanding Learning: (M&M - Measure & Metric)
Summary: Students will write an essay question examining the activity and connecting it to real-world applications. Students will complete a quiz on conversions.
Outline:
· Formative Assessment of Measurement and Metric System
· Summative Assessment of Measurement and Metric System
Activity: Students will complete written and quiz assessments on measurement.
Formative Assessment: As students are engaged in the lesson ask these or similar questions:
1) Can students identify the differences between resistors, inductors, and capacitors?
2) Do students demonstrate the ability to correctly convert from standard to metric?
3) Can students utilize the calipers to measure the parts?
Summative Assessment: Students can complete the following writing prompt:
Students will write an essay question on their knowledge of resistors, inductors, and capacitors. The one-page paper will also include the mathematical formula needed to convert from standard to metric. In addition, the students will expand on other applications that exist where the conversion formula could be utilized in everyday life.
Students will also complete a short quiz on their knowledge of conversions:
1. 11 in / ___ cm / ___ mm2. ___ in / 13 cm / ___ mm
3. 12 in / ___ cm / ___ mm
4. ___ in / 3.5 cm / ___ mm
5. 1 in / ___ cm / ___ mm
6. 13.5 in / ___ cm / ___ mm
7. 15 in / ___ cm / ___ mm
8. 17 in / ___ cm / ___ mm
9. ___ in / 6.5 cm / ___ mm
10. ___ in / 2 cm / ___ mm
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